curious fact, this wonderful difference between the first and the later stage of all plants, and it is only because we know it so well that we do not wonder at it. 2. Squash plant which has brought the seed-coats out of the ground. It may happen, however—as it did in a pan of seed which I sowed a few days ago-that one or two of the plants may look like that shown in Fig. 2. Here the seed seems to have come up on the top of the plant, and one is reminded of the curious way in which beans come up on the stalk of the young plant. If we were to study the matter, however-as we may do at a future time-we should find a great difference in the ways in which the squashes and the beans raise their seeds out of the ground. It is not our purpose to compare the squash and the bean at this time, but we are curious to know why one of these squash plants brings its seed up out of the ground whilst all the others do not. In order to find out why it is, we must ask the plant, and this asking is what we call an experiment. 3 Germination just. beginning. We may first pull up the two plants. The first one (Fig. 1) will be seen to have the seed coats still attached to the very lowest part of the stalk below the soil, but the other plant has no seed at that point. We will now plant more seeds, a dozen or more of them, so that we shall have enough to examine two or three times a day for several days. A day or two after the seeds are planted, we shall find a little point or root-like portion breaking out of the sharp end of the seed, as shown in Fig. 3. A day later this root portion has grown to be as long as the seed itself (Fig. 4), and it has turned directly downwards into the soil. But there is another most curious thing about this germinating seed. Just where the root is breaking out of the seed (shown at a in Fig. 4), there is a little peg or projection. In Fig. 5, about a day later, the root has grown still longer, 5. Third day of 6. 4. The root and peg. and this peg seems to be forcing the The plant. breaking out of the seed-coats.. peg. Whilst we have been seeing all these curious things in the seeds which we have dug up, the plantlets which we have not disturbed have been coming through the soil. If we were to see the plant in Fig. 7, as it was "coming up," it would look like Fig. 8. It is tugging away trying to get its head out of the bonnet which is pegged down underneath the soil, and it has "got its back up" in the operation. In Fig. 9 it has escaped from its trap and it is laughing and growing in delight. It must now strengthen itself up, as it is doing in Fig. 10, 8. The plant just. coming up. they must get themselves loose as best they can. There is another thing about this curious squash plant which we must not fail to notice, and this is the fact that these first two leaves of the plantlet came out of the seed and did not grow out of the plant itself. We must notice, too, that these leaves are much smaller when they are first drawn out of the seed than they are when the plantlet has straightened itself up. That is, these leaves increase very much in size after they reach the light and air. The roots of the plantlet are now established in the soil and are taking in food which enables the plant to grow. The next leaves which appear will be very different from these first or seed leaves. 9. The plant liberated from the seedcoals. These later ones are called the true leaves. They grow right out of the little plant itself. Fig. 11 shows these true leaves as they appear on a young crookneck squash plant, and the plant now begins to look much like a squash vine. We are now curious to know how the stem The plant backs out of the grows when it .straightening up. seeds and pulls " 12. the little seed leaves with it, and how the root grows downwards into the soil. Now let us pull up another seed when it has sent a single root about two inches deep into the earth. We will wash it very carefully and lay it upon a piece of paper. Then we will lay a ruler alongside of it, and make Mark. ing the root. 11. The true leaves developing. an ink mark one-quarter of an inch from the tip, and two or three other marks at equal distances above (Fig. 12).* We will now carefully replant the seed. Two days later we will dig it *NOTE.-Common ink will not answer for this purpose because it "runs" when the root is wet, but indelible ink, used for marking linen or for drawing, should be used. It should also be said that the root of the common pumpkin, and of the summer bush squasnes, is too fibrous and branchy for this test. It should be stated, also, that the root does not grow at its very tip, but chiefly in a narrow zone just back of the tip; but the determination of this point is rather too difficult for the beginner, and, moreover, it is foreign to the purpose of this tract. up, when we shall most likely find a condition something like that in Fig. 13. It will be seen that the marks E, C, B, are practically the same distance apart as before, and they are also the same distance from the peg AA. The point of the root is no longer at DD, however, but has grown on to F. The root, therefore, has grown almost wholly in the end portion. Now let us make a similar experiment with the stem or stalk. We will mark a young stem, as at A in Fig. 14; but the next day we shall find that these marks are farther apart than when we made them (B, Fig. 14). The marks have all raised themselves above the ground as the plant has grown. The stem, therefore, has grown between the joints rather than from the tip. The stem usually grows most rapidly, at any given time, at the upper or younger portion of the joint (or internode); and the joint soon reaches the limit of its growth and becomes stationary, and a new one grows out above it. Natural science consists in two things,-seeing what you look at, and drawing proper conclusions from what you see. Of course it will be understood that the idea of "nature study" did not originate at Cornell University. Nature study has been the dream of the best teachers for a century, and perhaps always, and of late years is made prominent in all the best schools. Its value as a preparation for life on the farm is also sufficiently obvious, and was pointed out long before Cornell University took up the work. The credit due to Cornell University is that of being the first to actually carry out the work on a great scale, and of putting it in forms so attractive and clear as to at once excite interest and carry conviction. I do not know, in history, of any other such success in popularizing the best form of educational work. In addition to this work carried on directly with the common schools, a farmers' reading course was established, on the "Chautauqua plan," which, in 1898, had a membership of four thousand eight hundred, and was rapidly increasing. This course occupies four winters, and leads to a certificate to all who complete the course and pass the examinations. In this way real university education is brought to the very doors of the farmers. An interesting feature of the Cornell work is the organization of children of rural districts into "Cornell Junior Nationalists' Clubs," for the purpose of promoting systematic study of natural objects. While Cornell University, as the leader in this work, is entitled to the recognition here given, it must not be supposed that it is any longer alone in it. Its great success has stirred the whole country, and universities and normal schools every where are every day putting more stress not only upon nature study, but upon its importance as a foundation for successful work on the farm. The facts here given are intended as a stimulus to such farmers as may see them, to lead them to appreciate the economic value of the work, and aid the authorities of their own states in establishing it among themselves, or to demand it, as the farmers of Western New York did, if the authorities are not acting. III. AGRICULTURAL EDUCATION IN FOREIGN COUNTRIES. Space permits only such reference to agriculture in foreign countries as may serve to disabuse any minds of the impression that systematic instruction in agriculture is a new thing, or peculiar to the United States. Although we are now doing more in this direction than any other country, we were by no means the earliest in the field. Agricultural instruction in schools of all grades dates back, in several countries of Europe, to the early part of the nineteenth century, and perhaps longer. On the continent of Europe there is perhaps no country in which provision is not made for agricultural instruction wholly, or more usually partly, at public expense, and in many it begins in the public schools. Information on this point may be had by those interested in the later reports of the United States Commission of Education, nearly all of which have more or less reference to the subject. These reports can be found in any considerable public library. In this, as in other respects, each country develops according to its necessities and the character of its people. The principles involved must be the same every where, but the methods both of procedure and administration will differ. For Americans, up to the present time, the best example is unquestionably that of the state of New York, and naturally so since it is our richest state, and can spend most money in this direction. Not all our states can yet do what New York is doing, but a somewhat careful study of whatever I have been able to find as to agricultural instruction abroad suggests nothing of value for imitation which will not be found in the work of New York and all other states which are following her lead. Appendix D. I. HOW TO OBTAIN PUBLIC DOCUMENTS. Agricultural literature is of three kinds : 1. Elaborate reports, or similar documents, usually containing exhaustive statements of facts, with statistical tables, diagrams, maps, and more or less discussion. The preparation of such papers is very expensive, owing to the great amount of valuable time employed, and the cost of the experiments or surveys of which they give the results. Such papers are properly called "authorities," because they contain the results of original research, properly authenticated. They supply the facts upon which discussion proceeds. The facts contained in these documents would never be collected at private expense, nor would any publishing house undertake to print them. They are almost exclusively government publications. Very valuable statistics are gathered by leading trade organizations in regard to prices and crops. This most expensive of all literature can usually be had, postage free, for the asking, provided the proper authorities are satisfied that good use will be made of what is asked for. The editions, however, are usually limited. Such books can usually be found in all large libraries. 2. Brief monographs, usually called "bulletins" or "circulars," giving the gist of existing information on a single topic, and usually intended for popular reading. The most notable of these are the "Farmers' Bulletins," published by the United States Government and the Bulletins of the Experiment Stations. Nearly all such publications can be obtained free, although some of those published by the United States are sold at cost. State publications are usually, and perhaps always, sent free, upon application, to residents of the state. Where possible state officials will usually send them to applicants residing in other states. To obtain state documents it is only necessary to address the state "bureau," "commission,' board," or 'department," which issues them, stating what is desired. It is not necessary to know the name of any official, although, when known, it may be used. The address of these bodies is nearly always at the capital of the state. It is the business of a good farmer to know, as to his own state, the proper titles of the officers issuing publications, and to address them for any publication desired. Experiment Stations, although mainly supported by the United States, are considered, in respect to publications, as state institutions. They are under no legal obligation to send their publications outside the states in which they are located, and a few of them are rather illiberal in that respect. For the most part, however, the Experiment Stations send their publications to all applicants, wherever located. All Experiment Stations, probably, keep lists of 36 (561) |